会议名称(英文)： 22nd Symposium on Chemistry and Science Education
所属学科： 无机化学,有机化学,教育学
开始日期： 2014-06-19
结束日期： 2014-06-21
所在国家： 德国
所在城市： 德国
具体地点： Bremen
主办单位： 德国不莱梅大学
协办单位：
[ 重要日期 ]
[ 会务组联系方式 ] 联系人： Prof. Dr. Ingo Eilks
联系电话：
传真：
E-MAIL： ingo.eilks@uni-bremen.de
会议网站： http://www.chemiedidaktik.uni-bremen.de/symp2014/index.html
会议背景介绍：
The 22nd Symposium on Chemistry and Science Education taking place at the University of Bremen in June 2014 continues a long tradition of symposia stretching back to 1981. In 2014, the symposium will coincide the end of the United Nations worldwide Decade of Education for Sustainable Development (DESD) spanning from 2005-2014.
Already in the past, the Dortmund-Bremen-symposia on science education focused the question of how science education research can help to improve chemistry and science teaching and learning, and also which are the objectives to be followed. In recent years, debate on the challenge of the sustainable development of our future added another dimension towards this discussion. This additional focus and the coincidence with the end of the DESD provoked the organizers of the symposium to entitle the 2014 symposium: “Science Education Research and Education for Sustainable Development (ESD)”.
This title simultaneously maintains and further develops many topics of the past symposia from 2002-2012, in which we discussed the orientations and directions of science education research, questions of contemporary and successful science learning, and the role of research on science teacher education for it. The symposium in June 2014 will reveal and evaluate all these aspects even more in connection to a goals and strategies focusing Education for Sustainable Development within science education.
征文范围及要求：
The main questions addressed will include:
What does science education research revealed about students’ and teachers understanding of sustainability issues and ESD?
Which curricula and pedagogies are available to strengthen ESD in science education on secondary and tertiary level and what do we know about their effects?
What do we know from research about fostering and hindering factors concerning the implementation of science education operated by an ESD approach?
What do we know about attitudes, motivation and PCK of practicing teachers concerning sustainability issues and ESD in science teaching?
How is science teacher training for ESD (pre- and in-service) operated and what do we know about the development of teachers competencies in successfully applying ESD in science classes?
Which research-based strategies do we have for implementing ESD thoroughly into to chemistry and science teaching by fostering science concepts simultaneously?
What consequences does the interdisciplinary nature of most sustainability issues has for chemistry and science education?
Which role might the informal and non-formal educational sector play to support ESD? |
